Adaptability involves increasing the training agent's ability to take on and utilize the perspectives of the group with whom she wishes to communicate. (WY)

The value of instructor training was recognized by British Railways as early as 1950 with the setting up of a training center at Darlington. This article shows the results of this continuous training experience in the benefits to be obtained from re-appraisal techniques and practical work. (Author/EB)

The authors react to Chris Argyris' On the Future of Laboratory Education" by distilling and blending the modes of learning elaborated by Bruner. They apply Bruner's stages of understanding from the senses, to images, to symbols-- to laboratory training and praise the trainer who respects the complexity of individual growth. (Author)

Examines myths and fears about computer-based training (displaces trainers, dehumanizes learners), lists what computers cannot do (analyze needs, formulate objectives, act as subject experts), and what they can do effectively (handle knowledge transfer, provide simulation). (SK)

Encourages teachers and trainers to investigate instructional design alternatives in order to find approaches that fit varied student learning needs and constraints. The Instructional Design Library, a series of 40 guides to different types of designs, is recommended as one avenue for exploring a systematic approach to instruction. (MER)

To improve an ongoing training session, the author suggests holding 20- to 30-minute evaluation meetings at the end of each day. Trainers and representative trainees identify learning problems, air issues, and propose modifications for the next class or session. (SK)

An interagency collaborative project trains those who supervise and advise volunteers in community organizations to assist volunteers in career development and life planning. (SK)

Focuses on nine major activity areas of training and development: analyzing needs and evaluating results, developing training programs and materials, delivering training and development programs and services, advising and counseling, managing training activities, maintaining organization relationships, researching to advance the training field,…

The training profession is not an easy one for teachers to enter because of the credibility gap that exists between education and business. Resumes must be written for the business of training and must emphasize those skills and experiences that would be applicable to business rather than to teaching. (Author/IRT)

Addresses the literacy problem on American labor pool training, and suggests ways to combat the problem. These include: evaluating written/spoken materials for literacy levels, screening prospective employees through reading comprehension tests, and expanding the role of experimental learning (both simulation and reality training). (Author/JEG)

A survey of human resource development practitioners received responses from Belgium (n=53, 26.5%), England (n=228, 13.1%), Northern Ireland (n=37, 11.2%), and Italy (n=105, 15%). Responses were compiled into a profile of roles and competencies that was then compared with similar surveys in the United States. (SK)

Training and development professors, leaders, and practitioners (n=500) identified their philosophies in a survey. Professors and leaders preferred progressivism first and behaviorism second. Practitioners chose behaviorism over progressivism. Radicalism was least preferred by all three. (SK)

A national survey of 693 Professional Secretaries International members (306 responses) showed that almost half are training coworkers in software use; more than one-quarter are training coworkers in hardware use; fewer than one-quarter have training included in their job descriptions; and very few have had training on how to train. (JOW)

Technology is increasing crucial in human resource development. The Internet, intranets, multimedia, virtual reality, distance learning, and electronic performance support systems are some of the technologies with which trainers must become familiar. (SK)

Without a solid theory and research base, human resource development will never become a valid field of study and a profession. The rise in academic programs with graduates trained in research may improve the situation. (SK)